Changing Work, Changing Workers. Critical Perspectives on Language, Literacy, and Skills. SUNY Series: Literacy, Culture, and Learning.

Sonst. Personen	Hull, Glynda (Hrsg.)
Titel	Changing Work, Changing Workers. Critical Perspectives on Language, Literacy, and Skills. SUNY Series: Literacy, Culture, and Learning.
Quelle	(1997), (389 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
ISBN	0-7914-3219-X
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Vocational Education; Dislocated Workers; Education Work Relationship; Educational Benefits; Educational Research; Family Violence; Females; Inplant Programs; Job Skills; Job Training; Labor Force Development; Language Skills; Literacy Education; Nontraditional Occupations; Organizational Change; Organizational Climate; Program Effectiveness; Teaching Methods; Work Environment; Workplace Literacy + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Arbeitsloser; Bildungsertrag; Bildungsforschung; Pädagogische Forschung; Weibliches Geschlecht; Betriebliche Weiterbildung; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Arbeitskräftebestand; Language skill; Sprachkompetenz; Non-traditional occupations; Alternatives Berufsfeld; Organisationswandel; Organisationsklima; Teaching method; Lehrmethode; Unterrichtsmethode; Arbeitsmilieu
Abstract	These 14 papers look at U.S. factories and workplace education programs to see what is expected of workers. "Hearing Other Voices" (Glynda Hull), argues alternate viewpoints are essential to create frameworks for understanding literacy in relation to work. "Discourses of Workplace Education" (Katherine Schultz) analyzes the discourse of new workplace literacy programs. "Pedagogical Innovation in a Workplace Literacy Program" (Judy Kalman, Kay M. Losey) focuses on accompanying difficulties. "'It Changed Something Inside of Me'" (Debby D'Amico, Emily Schnee) looks at a literacy program whose students had successful program experiences but did not find employment. "'Friends in the Kitchen'" (Sheryl Greenwood Gowen, Carol Bartlett) reports how domestic violence complicates women's efforts to increase their literacy skills. "Dick and Jane at Work" (W. Norton Grubb) examines the intersection of three concerns: New Vocationalism, literacy and illiteracy, and innovation in teaching. "'It's Not Your Skills, It's the Test'" (Marisa Castellano) explores how test-taking literacy acts as a roadblock to women's attempts to work in the skilled trades. "Widening the Narrowed Paths of Applied Communication" (Mark Jury) suggests an alternate view of communication as engaged linguistic activity and negotiated understanding. "Complicating the Concept of Skill Requirements" (Charles Darrah) argues that the concept is far from a "natural" category for analyzing work. "If Job Training is the Answer, What is the Question?" (Juliet Merrifield) shows job training did not make a big difference in subsequent employment of displaced women workers. "High Performance Work Talk" (Oren Ziv) argues that restructured workplaces require finely-tuned oral language abilities. "Nurses' Work, Women's Work" (Jenny Cook-Gumperz, Karolyn Hanna) explores the impact of new technologies on hospital nursing practice. "Finding Yourself in the Text" (David Jolliffe) offers a framework for analyzing workers'"identity formation" in workplace documents. "Teamwork and Literacy" (Sylvia Hart-Landsberg, Stephen Reder) illustrates how literacy practices evolve in tandem with the social settings of which they are a part. A contributors' list and index are appended. (YLB)
Anmerkungen	State University of New York Press, State University Plaza, Albany, NY 12246.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01